Foundation Curriculum
We provide a creative ‘TOPIC’ curriculum using the Cornerstones Online Curriculum
Foundation Curriculum
We provide a creative ‘TOPIC’ curriculum using the Cornerstones Online Curriculum
The Cornerstones Curriculum is matched to the 2014 Primary National Curriculum. It offers creative lessons that cover History, Geography, Art, DT and Music, bringing subjects together on a theme.
Our rolling 2 year programme can be viewed here.
These lessons are taught in the afternoon, and the topic theme relates to the pupils ‘Talk 4 Write’ text in English.
Each term a book is chosen that relates to the TOPIC that is being studied. To encourage a love for reading in our school, we have a daily reading session when our HTLAs read these books to our pupils. We have chosen them to make sure the pupils listen to a range of different literature.
Geography
Intention
At North Star 265, we know that Geography can help us to understand the world we live in and our place within it. Geography helps pupils to make connections with their local environment and the wider world, and fosters an understanding of a diverse range of places, people, resources and environment, as well as a strong understanding of the Earth’s key physical and human features. Our intention is that pupils develop good locational knowledge of the local area, the UK and the world, as well as the skills to use their knowledge to contrast and compare different places. Geography is an investigative subject and enables our pupils to develop their own ideas, explore and test these ideas and reach their own conclusions through the use of fieldwork and analysing evidence. At North Star 265, our intent, when teaching Geography, is to stimulate children’s curiosity in order for them to develop their knowledge, skills and understanding of their community and the wider world.
Implementation
Our whole curriculum is shaped by our school vision which aims to do something different for those who need more, regardless of background, ability or additional needs. We teach the National Curriculum, supported by clear skills and knowledge progression, whilst remaining flexible to meet the needs of our learners and ensure they remain engaged. Many of our pupils have missed an extensive amount of time in school and we aim to fill in previous gaps in learning whilst teaching an ambitious Geography curriculum that drives pupils’ skills and understanding forwards.
Pupils not only develop their knowledge about the human and physical world but they are given ample opportunities to get hands-on with Geography through outdoor lessons, trips and practical investigations in order to experience Geography first-hand and give them access to develop their connection with the local environment and community around them, which they can then apply to understanding the wider world.
Impact
By the time our pupils leave North Star 265, they will be curious and inquisitive Geographers who:
- Have strong locational knowledge of both the UK and the wider world
- Can confidently use a range of maps, including OS maps, digital mapping services, atlases and globes
- Can compare human and physical geography of their local environment with a range of contrasting places
- Can discuss how people may live differently and listen respectfully about the experiences of others
- Have a good knowledge of geographical vocabulary
- Can use fieldwork to investigate, discuss and analyse features in the local area
- Can use a compass to navigate a route and to discuss their knowledge of the wider world
History
Intention
At North Star 265, we know that History is all around us in our families with their unique backgrounds, cultures and traditions and in our local and wider communities. The study of history helps pupils makes connections with their personal experiences and ignites children’s curiosity about the past in Britain and the wider world. Through finding out about how and why the world, our country, culture and local community have developed over time, children understand how the past influences the present. History enables children to develop a context for their growing sense of identity and a chronological framework for their knowledge of significant events and people. What they learn through history can influence their decisions about personal choices, attitudes and values. At North Star 265, our intent, when teaching history, is to stimulate children’s curiosity in order for them to develop their knowledge, skills and understanding of their community and the wider world.
Implementation
Our whole curriculum is shaped by our school vision which aims to do something different for those who need more, regardless of background, ability or additional needs. We teach the National Curriculum, supported by clear skills and knowledge progression, whilst remaining flexible to meet the needs of our learners and ensure they remain engaged. Many of our pupils have missed an extensive amount of time in school and we aim to fill in previous gaps in learning whilst teaching an ambitious History curriculum that drives pupils’ skills and understanding forwards.
Pupils do not just learn a series of facts about the past, they are given ample opportunities to get hands-on with History through outdoor lessons, trips, visitors and practical investigations in order to experience and see History first-hand and give them access to heritage sites and expert historians as well as giving pupils the chance to investigate a range of evidence and develop critical analysis skills that they can apply to their own lives and the media they consume.
There is a strong focus on connecting the curriculum to local History to make the subject relevant to our pupils. Understanding how this has affected to the local story then allows our pupils to see the relevance to the wider world. Pupils will have the opportunity to discuss and compare a diverse range of history that mirrors personal experiences and others’ experiences.
Impact
By the time our pupils leave North Star 265, they will be curious and inquisitive historians who:
- Can draw connections between local history and the wider history of Britain and the World
- Can investigate and research significant events, people and eras within history
- Can critically analyse and interpret evidence to form their own opinions
- Can discuss a range of historical topics and their impact on the world, listening respectfully to differing voices
- Have a strong sense of chronology, both on a personal level, and on a wider scale
- Have knowledge of history that reflects their personal identity and experiences
- Have knowledge of history that offers a window into other’s identities and experiences
Art
For all children and teaching staff to navigate a broad and balanced Art curriculum with success, through working together to build the skills and knowledge needed to accelerate the learning. For children to build ambition and resilience within their learning to continue to support their social and emotional development. Through exploration of different countries and cultures, we aim for representation for all across the curriculum.
Intent
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At North Star 265 we offer a structure and sequence of lessons to help teachers ensure they have covered the skills required to meet the aims of the National Curriculum. The intent is to ensure all pupils produce creative, imaginative artwork whilst gaining the skills-based knowledge to apply to future projects. Children will build confidence in a variety of art techniques and styles to build a foundation of skills. Children will also develop their knowledge of famous artists, designers and craft makers. Children will explore their curiosity about art and design through a series of lessons focusing on skills progression, subject specific vocabulary and the opportunity to ask questions and evaluate their own and other’s work. The lessons will offer the chance for children to develop their emotional expression through art to further enhance their personal, social and emotional development.
Implementation
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Across each learning phase, children will access three Art units across the school year. By regularly reviewing the curriculum and providing high-quality Continuous Professional Development (CPD), teachers are equipped with the necessary skills and knowledge to deliver effective instruction. Our teachers share a passion for Rosenshine’s 10 Principles of Instruction and utilise these principles within their teaching, to foster a positive learning culture and model the knowledge and skills needed for success in Art. Each unit allows the teaching staff confidence in the progression of skills and knowledge required to meet National Curriculum objectives. Each key stage focuses on different themes, with cross-curricular links with humanities, to ensure continued interest in the subject as well as acquiring new knowledge. The lessons themselves develop their techniques, including their control and their use of materials, with creativity, experimentation and an increasing awareness of different kinds of art, craft and design. Children should also know how art and design both reflect and shape our history, and contribute to the culture, creativity and wealth of our nation. Opportunities for the evaluation of artist’s work and their own work encourages the discussion among peers and teachers showing the value placed on communication in learning. Varied task types cater to different learning styles across the school, with a particular focus on developing fine and gross motor skills. This holistic approach not only equips pupils with the key knowledge and skill in Art but also prepares them to tackle challenges with resilience and independence.
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Impact
Art is viewed positively by teaching staff and children across school. Teachers have high expectations and the modelling and delivery is of quality. Teaching staff use subject specific vocabulary and pupils are securing this knowledge by applying their understanding to their skills. Children improve their enquiry skills and inquisitiveness about the world around them, and their impact through art on the world. Children will become more confident in analysing their work and giving their opinion on their own and other works of art. Children show competences in improving their resilience and perseverance by continually evaluating and improving their work. All children in school can speak confidently about their art work and their skills.
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Design Technology
For all children and teaching staff to navigate a broad and balanced Design and Technology curriculum with success, through working together to build the skills and knowledge needed to accelerate the learning. For children to build ambition and resilience within their learning to continue to support their social and emotional development. Through exploration of innovators, inventors and cultures, we aim for representation for all across the curriculum.
Intent
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Design and Technology offers a coherently planned sequence of lessons to help teachers ensure they have progressively covered the knowledge, understanding and skills required in the National Curriculum. Design and Technology aims to inspire children through a broad range of practical experiences to create innovative designs within a variety of different contexts. Within each unit, children will explore existing products, before planning and designing their own, with a focus on the key skills and knowledge needed to bring their idea to life through the use of available and considered resources. Children are encouraged to build resilience through the evaluation stage, revisiting their product to make necessary improvements and adaptations following feedback or product testing. Opportunities are provided for children to evaluate key events and individuals who have helped shape the world, showing the real impact of design and technology on the wider environment and helping to inspire children to become the next generation of innovators.
Implementation
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Across each learning phase, children will access three units of Design and Technology across the school year. As a school we are dedicated to the teaching and delivery of a high-quality Design and Technology curriculum. This is implemented through: • A well thought out, whole school, yearly overview of the DT curriculum which allows for progression across year groups in all areas of DT (textiles, mechanisms, structures, food and electrical systems) • Well planned and resourced projects providing children with a hands-on and enriching experience • A range of skills being taught ensuring that children are aware of health and safety issues related to the tasks undertaken • Each project across the key stages address the principles of designing, making, and evaluating and incorporating relevant technical knowledge and understanding in engaging contexts. • Pupils being introduced to specific designers, chefs, nutritionists, etc. helping to develop an appreciation of human creativity and achievement and increase the cultural capital and representation across the curriculum. As a school, we promote Design and Technology in the wider school through Horticultural lessons, where the children learn about where our food comes from by growing their own, an emphasis on the importance of a balanced, healthy and varied diet through the Healthy Schools Mark and preparation of food through additional cooking sessions to build on key life skills. Through these lessons, we intend to inspire pupils and practitioners to develop a love of Design and Technology and see how it has helped shaped the ever-evolving technological world they live in.
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Impact
Design and Technology is viewed positively by teaching staff and children across school. Teachers have high expectations and the modelling and delivery is of quality. Teaching staff use subject specific vocabulary and pupils are securing this knowledge by applying their understanding to their skills. Children improve their enquiry skills and inquisitiveness about innovation, technology and the world around them. Children will become more confident in designing to a brief, using subject specific language to demonstrate this. Children show competences in improving their resilience and perseverance by continually evaluating and improving their work.
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